www.businesslab.co.uk

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Level 1 The Journey Begins Professor Ian
Heywood Director of Learning The UK BusinessLab
Innovative Approaches to e-learning Games,
Simulations and Mobile Learning Stuttgard March
27th, 2003 Iheywood_at_businesslab.co.uk
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1- 5 year research horizon
a collaborative space for business, government
and academia
Practical outputs
complexity to clarity
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The Partnership Approach
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Linking to thinking
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BusinessLab
Research Partners

Application Area 2
Application Area 3
Research Program
Royalties
Royalties
Policy Partners
Applications Partners
Royalties
Research Partner
Policy Partner
Applications Partner
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The Challenge
The Challenge
To research novel and effective game-based
learning experiences for corporates, public
sector organisations and education that respond
to 21st century business challenges
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How we do the research
2a. develop tools and processes
2b. gather case studies
2c. conduct supplementary research
3. create solution suite
1. initial research within a topic- generates
key focus issues
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Research Insights
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2a. develop tools and processes
2b. gather case studies
2c. conduct supplementary research
3. create solution suite
1. initial research within a topic- generates
key focus issues
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Case Studies
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Some interesting things
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T H E M E S
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1. Educational Learning Psychology Proving
the effectiveness 2. Stealth Learning
Heightening the contexualisation above just the
learning process 3. Technology Application
Getting high-impact from low-tech.
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Model 1 Computer game as reward or free time
activity. Games have no intentional relation to
the learning programme, though they may be
educational (such as games which include numeracy
or problem solving). Individuals play the games
during "free time" or "choice time. Example
Bank quiz game
Adapted from four models for the use of computer
games in the classroom Analisa Massanari, July
14, 1998
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Model 2 Computer game - related to the learning
programme - as reward or free time activity. The
game is related to the learning programme
(example Grand Theft Auto used during a police
training programme looking at car theft). Again,
individuals allowed to play only during free
time, after work is completed, or during breaks.
Adapted from four models for the use of computer
games in the classroom Analisa Massanari, July
14, 1998
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Model 3 Computer game related to learning
programme - scheduled for all participants. All
participants have the opportunity to play the
game through a rotating schedule which may or may
not require them to use the game in small
groups. The game is related to the curriculum,
although the instructor / facilitator does not
make connections between the game and other
learning activities. Example SimCity city
planning department.
Adapted from four models for the use of computer
games in the classroom Analisa Massanari, July
14, 1998
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Model 4 Computer game integrated with the
learning programme. The computer game is
considered a learning resource, just as a
textbook or a map or a ruler are considered
learning resources. All participants have access
to this resource. The game is tied to the
curriculum - activities draw clear connections
between the game and the curriculum. Example
Monkey Wrench Conspiracy.  
Adapted from four models for the use of computer
games in the classroom Analisa Massanari, July
14, 1998
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2a. develop tools and processes
2b. gather case studies
2c. conduct supplementary research
3. create solution suite
1. initial research within a topic- generates
key focus issues
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The Directions Disk
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The Learning Signature
Environment
Design
Infrastructure
Behaviour
Sharing
Learning
Styles
Communication
Support
Technology
Delivery
Access
Shared vision
Peer Support
Atmosphere
Employees
Partners
Instinct
Reach
Culture
Openness
Learn to
learn
Individuals
Community
Wider Comm.
Strategy
Trust
Value
Learning time
Suppliers
Customers
Learning
Risk
Management
Leadership
Inclusive
Reward
Promotion
Motivation
Investment
Measurement
Commitment
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The e-Learning Decoder
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Tool Name The Snoop

• This tool will allow a developer, or an
  organisation to look at an existing game and
  evaluate -
• Why people like to play it what captures their
  imagination or holds their attention.
• What type of learning actually takes place when
  people are engaged in a game.
• Understanding why people engage will give the
  business a clue as to how they can use an
  existing game, or, the developer a clue as to
  what they should build.

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2a. develop tools and processes
2b. gather case studies
2c. conduct supplementary research
3. create solution suite
1. initial research within a topic- generates
key focus issues
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The LearningEdge Programme
The Programme
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Virtual Team Building
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To request a copy of the full Play2Win Research
Prospectus please contact Professor Ian
Heywood Director of Learning Campus 3 Aberdeen
Science and Technology Park Aberdeen, AB22
8GW Tel [phone] Fax [phone] Email
iheywood_at_businesslab.co.uk Web
www.businesslab.co.uk
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Most detailed research seems to be focused on
the application of games in the schools sector.
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• Bob the Builder
• Championship Manager
• City Traders
• F1 Championship Racing
• Freddi Fish
• Lego Alpha Team
• Legoland
• Micro Racers
• Pajama Sam
• Putt-Putt Enters the Race
• RollerCoaster Tycoon
• Sim City 3000
• The Sims
• The Tweenies
• The Settlers
• Uno
• Worms United
• Age of Empires II

BBC on-line news Monday, 18 March, 2002
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These would be especially helpful to teenagers
turned off by formal classroom teaching requiring
a lot of reading.
"Modern teenagers are easily able to make sense
of fast-moving images in a way that would
probably leave their parents baffled.
BBC on-line news Saturday, 29 April, 2000
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Project leader Paul Richens, director of the
university's Martin Centre for Architectural and
Urban Studies, said "The best way to learn about
a building is to run around in it, and in a
computer game that's just what you do."
"It's very difficult for people to read
architectural plans,"
BBC on-line news Saturday, 21 October, 2000
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"Adventure, quest and simulation type games have
a lot of benefit - they're quite complex and
create a context in which children can develop
important skills,"
Teachers often found it difficult to justify the
use of simulation or adventure computer games
during school time because their content did not
map the national curriculum,
Professor McFarlane Report on the educational use
of games March 2002
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The children questioned as part of the research
said working in a team was the most important
aspect of playing video games.
"Now that's interesting when the stereotype is
that children play on the computer exclusively on
their own,"
"Teachers and parents then broke that down into
skills of negotiation, planning, strategic
thinking and decision-making."
Professor McFarlane Report on the educational use
of games March 2002
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The military are the most active practitioners
of a games based approach to learning even
using it as part of the recruitment process.
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The female gender engages less with computer
games than the male of the human species seems
not to be in doubt.  Sony calculate that around
25 of their audience is female.
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Childrens pocket money in the UK 4.5bn
4.2bn 2002
33bn 2005
Global training spend 100bn
Source Gartner 2002
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The business to consumer e-Learning market love
games.
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What kind of pension do I need
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The Monkey Wrench Conspiracy How to teach
engineers to use new 3 D design tools
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Fun Engaging
www.magic-kinder.com
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www.line6.com/guitarportonline Line 6 Guitar
Port
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Games developers and platform providers,
apparently, have little interest in the education
/ training market.
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Dont underestimate the power of the Quiz
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